How well we know ourselves: Teachers’ identification of ableist microaggressions

Gahris, Markie

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https://hdl.handle.net/2142/120304 Copy

Description

Title

How well we know ourselves: Teachers’ identification of ableist microaggressions

Author(s)

Gahris, Markie

Issue Date

2023-04-23

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Doctoral Committee Chair(s)

Pak, Yoon

Committee Member(s)

• Huang, David
• Kang, Hyun
• Ward Hood, Denice

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• disability
• special education
• students with disabilities
• ableism
• ableist
• microaggressions
• ableist microaggressions
• implicit bias
• sense-making

Abstract

This research examines teachers’ views of students with disabilities and level of awareness of ableist microaggressions. Ableist microaggressions are occurring in K-12 school settings toward students with disabilities and can have significant negative impacts on student self-esteem, behavior and academic performance. The current study seeks to understand what factors, such as personal or professional experience with individuals with disabilities or professional training working with students with disabilities, may influence teachers’ sense-making of students with disabilities leading to treatment of students with disabilities. This study used a mixed-method survey approach to answer these research questions. The survey consisted of a combination of closed-ended demographic questions and open-ended demographic questions as well as quantitative and qualitative responses to scenario questions depicting various types of ableist microaggressions. Participants in this study were K-12 educators from a large public school district in southwest Ohio. Statistical data analysis revealed a statistically significant relationship between having professional training and experience working with students with disabilities and higher levels of awareness of ableist microaggressions. Coding procedures used to analyze qualitative data revealed that many educators are unaware and unfamiliar with the term ableist microaggressions and tend to define disability from a medical model. Results from this study indicate that more training on the topic of ableist microaggressions, and microaggressions in general, is needed in the K-12 education setting. Educators are lacking quality professional development and experiences on the topic of students with disabilities. They are also working within an education system that forces deficit thinking when it comes to struggling learners.

Graduation Semester

2023-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2023 Markie Gahris

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